Análisis del proceso de comprensión lectora de los estudiantes desde el modelo construcción-integración

  1. Gabriel Herrada-Valverde 1
  2. Rosario Isabel Herrada 2
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

  2. 2 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Revista:
Perfiles educativos

ISSN: 0185-2698,  2448-6167

Any de publicació: 2017

Volum: 39

Número: 157

Pàgines: 181-197

Tipus: Article

DOI: 10.22201/IISUE.24486167E.2017.157.58448 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Perfiles educativos

Resum

One of the most important reading comprehension theories is Walter Kintsch’s Construction-Integration Model, which considers that, during the reading process, the reader builds two types of mental representation: the so-called text-based representation, which is closely related to the meaning of the text and has a semantic-propositional aspect, and the situational representation, or situation model, which is close to ‘reality.’ The text is framed as such, and is episodic. This article describes and reviews the fundamental propositions of this model, as well as its limitations, in order to make it available to teachers and researchers interested in the assessment and improvement of students’ reading comprehension. Apart from describing each model in detail, the paper also analyzes the most recent studies that have been developed and broadened, as a reference point for student’s education in reading skills.

Fuente de los datos: Dialnet